Metacognitive processes are important in enhancing the efficiency of our own learning. However, results of some previous research suggest that, under certain conditions, they play a role in understanding the ways in which other people think and learn. The results of recent research suggest that judgments of learning are inversely related to the amount of study time invested in each trial due to memorizing effort heuristic. On the other hand, when participants make judgments of learning for other person, they make higher judgments for shorter study time only if they have previously made judgments of their own learning. The aim of this study was to examine whether the same or similar processes are involved in the process of making judgments of learning for self and others. There were 65 participants in the study. Participants were randomly placed into one of two independent groups. Participants from each group went through two conditions: self condition and other condition, but in different order. In self condition, participants were presented with word pairs, and their task was to try to learn these words as quickly as possible. After each trial, they were asked to give an estimate of the likelihood of later recalling the word (to make judgments of learning). After all trials, there was a retrieval test. In other condition, participants were presented with video clips of a person learning word pairs, which differed in length. Participants were, after each trial, asked to make judgment of learning for other person. The expected negative correlation between study time and judgments of learning has been established. Furthermore, there was a significant main effect of perceived study time and the interaction between order of conditions and perceived study time. Namely, there was a difference in judgments of learning for others, but only in the group that first went through self condition. In this group, participants made higher judgments of learning for a shorter perceived learning time of other person. In the group that first went through other condition there was no difference in judgments of learning considering perceived learning time of other person.